Learning English as a Foreign Language: A Review of Theoretical Models and the Impact of Role Models in Language Learning

Bicaj, Arberore; Shala, Arif

doi:10.22521/edupij.2018.74.5

Cited by 3 publications

(4 citation statements)

References 48 publications

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“…And since those role models are non-native speakers of English, it may deal with nothing with EFL teaching. [22] stated "While teachers serve as role models in classrooms worldwide, in cases when English is not the native language of the teacher, it can easily lead to students learning the wrong vocabulary or grammar rules" (p.285). One participant selected Angelina Jolie as a model.…”

Section: Discussionmentioning

confidence: 99%

“…"Role models of all kinds can exert considerable influence in shaping our values, attitudes, and beliefs [21]. According to [22], teachers could be considered role models in their classrooms and if those teachers are not native English speakers this will sometimes lead to teaching their students incorrect English language grammar rules or vocabulary. Accordingly, it is believable that teachers need to have native English speakers models to motivate and encourage them to struggle for being more effective in their teaching [23].…”

Section: Introductionmentioning

confidence: 99%

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القدوات في تدريس اللغة: اساتذة اللغة الانكليزية كلغة اجنبية من العراقيين كحالة

لطيف عكله,

طلب جعفر

2023

bajhss

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تحاول هذه الدراسة التعرف على اهمية القدوة في تدريس اللغة. هذه الدراسة هي دراسة نوعية استخدمت فيها المقابلة الشبه منتظمة. تم تحصيل البيانات من سبعة اساتذة لغة انكليزية في جامعات عراقية مختلفة. من خلال البيانات المستحصلة من المشتركين في الدراسة، حيث بينت النتائج ان الاساتذة يعتقدون من المهم ان يكون هنالك قدوة يحتذى بها في تدريس اللغة الانكليزية، وتحديد القدوات الخاصة بكل واحد منهم، وماهي الخصائص التي يقدرونها كثيرا" في قدواتهم. تظهر نتائج هذه الدراسة انه من المهم جدا" ان يكون لديك قدوة تحتذي به او بها في تدريس اللغة الانكليزية وتعلمها. وبينت الدراسة ايضا" ان معلميهم كانوا مؤثرين بشكل كبير فيهم حيث عدوهم قدوات لهم. اخيرا"، عد المشتركون ان هناك خصائص يمكن تقديرها في القدوة كالتحفيز، وامتلاك اساليب تدريس مختلفة، التمييز، الحداثة، الابتكار، الاسلوب الأكاديمي، التفاعل الايجابي، والمعرفة، والحس الانساني العالي، والتفاني.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

القدوات في تدريس اللغة: اساتذة اللغة الانكليزية كلغة اجنبية من العراقيين كحالة

لطيف عكله,

طلب جعفر

2023

bajhss

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“…The learning strategy used by a teacher greatly influences the acquisition of a second language (L2). Strategies (referring to the techniques learners use to store, retrieve, and use acquired information) are very important in language acquisition, where they are chosen to make learning effective, easier, and more enjoyable (Bicaj & Shala, 2018). Therefore, the success or failure of learning is greatly influenced by the strategies used by the teacher.…”

Section: Introductionmentioning

confidence: 99%

Second Language Learning Strategy for Young Learners: Learning Hiragana as A Process in Japanese Language Acquisition

Mardani,

Widodo,

Andriyanti

et al. 2024

Eralingua

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Abstract. Learning strategies in the Japanese language for young learners tend to be applied to children in Japanese mixed-married families or foreign children in Japan. However, this study tried to apply a learning strategy for a young learner who does not have a background in the Japanese environment or experience with Japanese people and culture. This study aims to describe a learning strategy by applying mnemonics to young learners in Japanese language acquisition, particularly in the Japanese character Hiragana. This research used qualitative descriptive design, with research instruments that include researchers, observation forms, and literature sources. The data collected in this study were analyzed using an interpretive approach. This study used a mnemonics-based digital tool application was used to assist the young learner in learning the Japanese character, Hiragana. This study shows that mnemonics can improve young learners' Hiragana acquisition. Learning strategy by applying mnemonics helps the young learner memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Some characters are similar and confusing for beginners, and some Japanese characters do not exist in Indonesian, which makes it difficult for learners to pronounce them. The application greatly helps the subject memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Through continuous reading practice, the subject can distinguish almost similar characters and help pronounce vocabulary. This application is very effective for parents who want to introduce Hiragana characters to young learners, with intensive reading practice and creating an environment that uses Hiragana.Keywords: learning strategy, mnemonics, Hiragana, young learner, language acquisition

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“…In addition, teachers are assumed to be a role model for their students, which can have a long-lasting impression on the learners. Therefore, it is crucial that they become positive and reliable examples for the students (Bicaj & Shala, 2018;Herrmann et al, 2016). Not only they are affecting their students both in class and outside of a classroom, they are also a role model in the educational field (Boyer, Edmondson, Artis, & Fleming, 2014;Cremers, Wals, Wesselink, Nieveen, & Mulder, 2014).…”

Section: Introductionmentioning

confidence: 99%

The development of Self-Directed Learning skills of Teacher Candidates through Community-Based Recreation Program

Noklang

2020

Participatory Educational Research

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The purposes of this experimental study with pretest-posttest controlgroup design were to examine the effect of community-based recreation program (CBRP) in developing of self-directed learning skills (SDLS) among teacher candidates and to evaluate their satisfaction of CBRP. The samples were 60 teacher candidates from Srinakharinwirot University. They were divided equally into two groups (experimental and control group) by using multi-stage sampling. Research instruments were: a CBRP for SDLS development of teacher candidates, which face validity was approved by five experts; and two questionnaires designed by researcher to evaluate teacher candidates' satisfaction of CBRP and assess their SDLS. Both questionnaires using IOC = 0.8-1.0 on all item with five experts also approved the content validity. Cronbach's Alpha on all item were 0.80 or higher respectively for coefficient of reliability. Data was analysed by means, S.D., and dependent t-test, independent ttest, and effect size (Cohen's d). The results indicated that: 1) after the CBRP was completed, the experimental group scored better in both overall and each item of SDLS than before joining the program with significant differences of 0.05, 2) there was no significant difference in the overall and each item of SDLS in the control group between before and after the CBRP was completed; 3) after the CBRP was completed, the experimental group SDLS's scores were better in both overall and each item than control group at the significant differences of 0.05. Finally, the effect size (Cohen's d) of this study indicated that the experimental group is large enough to have an influence on the population (d = 18.52); 4) the experimental group scored the highest on the satisfaction evaluation for the CBRP.

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Learning English as a Foreign Language: A Review of Theoretical Models and the Impact of Role Models in Language Learning

Cited by 3 publications

References 48 publications

القدوات في تدريس اللغة: اساتذة اللغة الانكليزية كلغة اجنبية من العراقيين كحالة

القدوات في تدريس اللغة: اساتذة اللغة الانكليزية كلغة اجنبية من العراقيين كحالة

Second Language Learning Strategy for Young Learners: Learning Hiragana as A Process in Japanese Language Acquisition

The development of Self-Directed Learning skills of Teacher Candidates through Community-Based Recreation Program

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